pdf, 1.2mb - UNESCO Bangkok

ICT for Cyberwellness
September 2015 UNESCO Bangkok Office
Dear readers,
As ICT becomes more ubiquitous, and the barriers
between on and offline worlds start to blur,
especially in the lives of our youth, it is essential to
provide the necessary knowledge, skills and
attitudes in the minds of the students in promoting
the notion of being a digital citizen. With the rapid
expansion of access to technology, stakeholders
can underestimate the simultaneous need for
developing not only digitally literate, but also
digitally mindful and informed young people.
(c) Flickr/Leonardo Augusto Matsuda
As September celebrates the International Literacy Day on Sustainable Societies, and promotes the
importance of literacy (including digital), it is paramount to consider developing appropriate knowledge
and awareness when equipping with digital literacy in order for young learners to be able to critically
assess the risk factors of Internet use and develop resilience to cope with them. Such competencies
amongst young learners will be an essential factor to foster healthy and empowering digital
environments for the future.
We hope you enjoy reading this edition!
Please let us know if you have any comments or suggestions.
Highlights:
Striking a Balance between Digital Opportunities
and Related Risks (by UNESCO Bangkok, ICT in
Education)
This article emphasizes the increasing importance of
addressing the hyper focus on digital access through
awareness, related policies and programmes to nurture a
simultaneous culture of digital citizenship among youth and
children.
The exponential growth of ICT in the past decades has
© Flickr/Intel Free Press
significantly reduced the cost of its provision and
consumption, consequently enabling affordable access to
technology for everyone, allowing easy access to information, people, services, and goods. The
International Telecommunication Union (ITU) estimated that, at the end of 2014, there were almost 7
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billion mobile phone subscriptions (96% of global population) and roughly about 3 billion people (40% of
global population) who had Internet access via mobile and/or fixed broadband subscriptions (ITU, 2014).
Without a doubt, the opportunities and benefits that ICT has brought to our lives are tremendous. ICT
has undeniably revolutionized the way we learn, travel, work, engage and interact with one another,
overcoming limitations set by distance, time, and other contextual barriers. The “catalytic potential of
ICTs to advance development agendas and priorities”, as laid out in the Millennium Development Goals
(MDGs), has been emphasized and seen as a vehicle to promote, enable, and support the three pillars of
sustainable development, namely economic growth, social inclusion, and environmental sustainability
(UNGIS, 2013). Armed with this realization, the proposed Education 2030 Agenda highlights the use of
ICTs “to strengthen education systems, knowledge dissemination, information access, quality and
effective learning, and more effective service provision” (Incheon Declaration, 2015). Furthermore, the
draft Framework for Action includes ICT skills as a necessary skill that citizens should acquire to
confidently thrive in this globalized, knowledge-based, and technology-driven world (Framework for
Action Education 2030, 2015).
However, in as much as these digital technologies have brought about significant opportunities and
benefits, the very same technologies have posed an array of social and ethical issues to contend
with. All over the world, numerous concerns and issues have been raised, ranging from online safety
and security to misuse of information, to health and mental hazards. The Asia Pacific region has not
been exempt from stories of ICT abuse in the form of spamming, data theft, intellectual property
infringement (plagiarism and piracy), excessive exposure to games and online activities, delinquency,
health and wellness issues, cyberbullying, identity theft, fraud/ scams, pornography, online sex
trafficking, and radicalization. Public anxiety has been quite high on these issues – particularly those
affecting children and adolescents. Some observations include:
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A Microsoft survey found that among 25 countries surveyed in 2012, China, Singapore, and India
had the highest rates of online bullying – at 70%, 58%, 53% of surveyed children aged 8 to 17,
respectively; while 33% of Malaysian children said they have been subjected to a range of online
activities that some may consider to be online bullying (Microsoft’s Global Youth Online
Behaviour Survey, 2012).
An annual study by the South Korean government found that “2% of South Koreans aged 10-19,
or about 125,000 people, needed treatment for excessive online gaming or were at risk of
addiction” (Associated Press in Seoul, The Guardian, 2013).
In Viet Nam, local reports connected the increase in juvenile crime and school truancy to the
influence of and addiction to online games (CNN Wire Staff, 2010).
In Indonesia, 70% of children surveyed said that strangers had tried to add them as a friend on a
social networking site while 35% chatted with an online stranger who had tried to meet them in
person (UNICEF, 2012).
In view of these challenges, young digital citizens need to equip themselves – from early years and with
ample support from those around them – with a sophisticated set of knowledge, skills, and attitude
towards safe, effective, and responsible use of these technologies, in order to take advantage of ICT’s
abundant opportunities while being resilient in the face of risks. Growing interest on this topic is evident
in more recent UNESCO ICT in Education forums. While celebrating the obvious benefits of using ICT in
education, various education stakeholders from member states, institutions/organisations, and schools
have expressed their concerns about the possible risks and downsides of using ICT. This conveys a sense
of urgency from the education sector to secure expert guidance and good models on appropriate and
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effective measures towards a deliberate, balanced, and systemic action to promote children’s safe,
effective and responsible use of ICT. The demand for relevant research, policy responses, advocacy
programmes, capability building, and corresponding resources has increased in response to the growing
concerns about a lack of clear understanding of young learners’ actual perception of and behaviors in a
digital world.
In response to this, UNESCO Bangkok has been undertaking the “Fostering Digital Citizenship through
Safe, Effective, and Responsible Use of ICT” Project that aims to promote policy dialogue on the issues
of the ethical, safe, and responsible use of ICT and in building the education sector’s capacity in fostering
digital citizenship among children, by 1) providing member states with a sound evidence base to guide
policy and practice, and 2) raising the level of consciousness among member states on digital citizenship
through policy guidelines, advocacy campaigns, and educational resources. The recent publication
“Fostering Digital Citizenship through Safe and Responsible Use of ICT: A review of current status in Asia
and the Pacific” provides a synthesis of information on various policy responses, programmes, and
initiatives implemented by governments, international organizations, civil society, and the private
sector, gathered from a desk review and the Expert Meeting held in March 2014.
A more in-depth study is currently being conducted to take stock of current states on policy responses
and national initiatives that promote digital citizenship to establish a clearer understanding of the
various legal frameworks and policies, national curriculum, and other educational programmes being
implemented in the region. Preliminary findings from 22 member states surveyed indicate that national
campaigns are conducted to promote safe, effective, and responsible use of ICT. However, the majority
reported that they do not have coordinating agencies or budgets to support for a systematic, evidencebased approach. In addition, despite prioritizing the development of basic ICT skills among students, the
majority reported a lack of policies and/or programmes to foster cyberwellness, safety, and security
within school communities. Furthermore, although it has been observed that younger children are being
exposed to ICT, there is no concerted effort to promote cyber wellness within this early age group (i.e.
pre-primary). The complete study report will be available in early 2016.
The “Policies and Initiatives to Promote Safe, Effective, and Responsible Use of ICT among Children:
Asia Pacific Regional Consultation”, held on 9-11 September 2015, aimed to validate the initial findings
of the policy review and to enrich the documentation with promising initiatives and perspectives of
various stakeholders’ from the region. The discussions were meant to inform the refinement of the draft
policy guidelines formulated during the first Expert Meeting in March 2014. These guidelines, expected
to be available for distribution in early 2016, seek to guide member states in addressing the gaps, in
both policy and practices, in promoting children’s safe, effective, and responsible use of ICT in the
region, particularly in the education sector.
As this newsletter aims to highlight the importance of addressing digital risks among youth, this edition
features an expert article by Katarzyna Pawelczyk from UNICEF, speaking about ICT opportunities and
threats among youth and children. The Programmes and Projects section features articles on the
experience of EU Kids Online and Net Children Go Mobile project; technology-infused curriculum and
practices at a school in Singapore; the Cyber Wellness program by an NGO in Singapore, TOUCH; and
Intel’s Digital Wellness programme. The News and Events section offers an overview of the few of the
recent meetings, such as the EDUsummIT 2015, and the “Policies and Initiatives to Promote Children’s
Safe, Effective, and Responsible Use of ICT: Asia Pacific Consultation”, as well as some upcoming
announcements, such as the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education,
or the FIT-ED Call for Proposals on digital learning innovation in developing countries in Asia, and a few
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conferences on digital media in USA, and on society, education and technology in Japan. In the
Resources, readers can get acquainted with the Media and Information Literacy Curriculum for
Teachers, a few useful publications by UNICEF, the Berkman Center for Internet & Society at Harvard
University, and the World Bank. Finally, in the New Publications, reports by OECD and UNESCO feature
science and technology indicators, the use of ICT devices by students, and lessons learned from research
and experience on early childhood care and education.
References
Associated Press in Seoul. (2013, December 11). South Korean MPs consider measures to tackle online
gaming addiction. The Guardian. Retrieved from www.theguardian.com/world/2013/dec/11/southkorea-online-gaming-addiction
CNN Wire Staff. (2010, July 29). Vietnam restricts online gaming over youth concerns. CNN. Retrieved
from edition.cnn.com/2010/WORLD/asiapcf/07/29/vietnam.online.gaming/
Framework for Action Education 2030: Towards inclusive and equitable quality education and lifelong
learning for all (DRAFT). World Education Forum. (2015). Retrieved from https://en.unesco.org/worldeducation-forum-2015/file/245/download?token=RAk0bEVT
Incheon Declaration. Education 2030: Towards inclusive and equitable quality education and lifelong
learning for all. World Education Forum. (2015). Retrieved from https://en.unesco.org/world-educationforum-2015/incheon-declaration
ITU (International Telecommunication Union). (2014). Measuring the Information Society: 2014.
Retrieved from www.itu.int/en/ITUD/Statistics/Documents/publications/mis2014/MIS2014_without_Annex_4.pdf
Microsoft’s Global Youth Online Behaviour Survey. (2012). Retrieved from go.microsoft.com
UNGIS (United Nations Group on the Information Society). (2013). UNGIS Joint Statement on the the
Post-2015 Development Agenda. Retrieved from
www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/wsis/ungis_joint_statement_wsis_2013.p
df
UNICEF. (2012). Indonesian Youth Online - An Exploratory Study of the Indonesian Digital Landscape.
Retrieved from www.youthpolicy.org/library/wpcontent/uploads/library/2012_Indonesian_Youth_Online_Explanatory_Study_Eng.pdf
Contact info: Maria Melizza Tan, mm.tan@unesco.org; Auken Tungatarova, a.tungatarova@unesco.org
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ICT Opportunities and Threats for Children (by
Katarzyna Pawelczyk, UNICEF)
This article features an interview with the Project
Manager for the Voices of Youth Citizens initiatives
at UNICEF, which explores the current situation in
regard to children’s digital realities, features
positive and engaging examples of digital use,
reflects on the remaining challenges and
considerations for stakeholders, and provides
recommendations for promoting and ensuring
digital safety for our youth.
Kate Pawelczyk is the project manager for the
Voices of Youth Citizens initiative in UNICEF, which
explores the opportunities and risks for children and
young people in a changing digital environment. She also supports UNICEF’s youth engagement through
the Voices of Youth community, which gives adolescents and youth a platform to share their views,
exchange ideas and connect globally. Kate has been with UNICEF for 7 years, spending 4 of those in the
capacity of Communication Specialist at the Country Office in her home country South Africa. Kate did
her undergraduate in journalism and media studies, and her postgraduate in development.
© Flickr/Benjamin Chan
What is the current situation in regard to the digital realities of children and youth today?
For many children around the world today there are no artificial boundaries between being ‘offline’ and
‘online’. The environments that children find themselves in are increasingly digital, as much of their
socializing, learning, civic engagement and entertainment happens online. In many countries, children
and young people are among the greatest users of this technology. Even in countries where overall
internet penetration is low, it is much higher among the 15-24 age group. ITU Statistics show that in
countries like Madagascar or Bangladesh, even though the overall Internet penetration is very low, 2.1%
and 6.3% respectively, amongst young people it is almost double that of the general population.
While this points to the fact that the digital know-how of children and young people is often vastly
superior to that of the adults in their lives, we also know that this know-how doesn’t always translate
into behavior that guarantees a rich experience online with minimal exposure to inappropriate or
harmful content. Given the prominent role that digital tools are playing in the lives of children and
young people, it is essential that those of us tasked with ensuring their well-being understand their
digital habits to inform our policies, programmes, and other interventions.
What are some examples of engagement and empowerment of young people through digital?
Children and young people are the most active users of social media and other digital tools, but it is very
important to remember that they are not just consumers, but the driving force of the developments and
application of digital technology. They are not just finding entertainment or socializing; many young
people are increasingly using the online world and tools to mobilize on important issues, to raise
awareness and to have their voices heard.
I see this regularly in my own work. Voices of Youth – UNICEF’s global online youth community – is a
space for young people to engage in dialogue and debate, to find inspiration, and to try to understand
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how they can take action for positive change in their own communities. It is a blog where children and
young people are the primary content contributors on a range of issues: from climate change,
education, employment, gender. Each year we receive around 2,000 submissions.
Another example is our Voices of Youth Maps initiative, which we are using right now to empower
young people to express themselves about climate change ahead of the Sustainable Innovation Forum
2015 (COP 21) later this year. Using a digital mapping tool, a group of UNICEF offices from around the
world are working with young people to create maps that depict their social and environmental
surroundings. Participants spend time learning how to identify issues and then go out into their
communities and plot these on a map with photos and descriptions. More importantly, they learn how
to use these maps as powerful advocacy tools.
Some more examples include:
·
The U-Report initiative, a simple SMS-based system to empower young people to monitor and
report on conditions in their communities, and to inform youth on important social issues. Starting in
Uganda is has been implemented in around 15 countries (and counting), and has well over 1 million
users.
·
Platforms like Avaaz and change.org have given millions of people around the world a simple way
to speak out and to garner support from fellow citizens. Change.org has more than 100 million users in
196 countries.
Young people themselves are also creating many of the digital opportunities, and shaping the digital
landscape. In Ghana, young tech entrepreneur Regina Agyare started Tech Needs Girls, a movement and
a mentorship program to get more girls to create technology. In Brazil, Paulo Rogerio Nunes introduced
VOJO.co - a mobile blogging platform that makes it easy for people to post stories from inexpensive
mobile phones – to give minorities in his country a voice when they lack access to the Internet. Last
year, Kartik Sawhney, a visually-impaired computer science student from India, spoke at UNICEF’s
headquarters about how he created a computer program that used different musical notes to ‘describe’
scientific graphs.
What are the remaining challenges and considerations to keep in mind, and how can we ensure safe
online experiences for young digital citizens?
Looking at these examples, one cannot help but get excited. But in our excitement we cannot forget that
there are millions of children and young people who have no access to digital technology. According to
data from the ITU, around 4 billion people from developing countries are not online. We also cannot
forget that the lack of access is more likely to be much higher among vulnerable groups – young
children, females, children living with disabilities, out-of-school children, unaccompanied migrant
children, etc. (ITU, 2015).
But the digital divide is not only about physical access. Ownership rates, usage patterns, quality, and
cost implications vary hugely. Mobile only users have a significantly different user-experience than those
who are using and accessing the Internet on laptops or tablets. There is a huge imbalance in the quantity
and quality of content available in different languages on the Internet. We also need to consider and
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address the disparities in information on digital media and digital safety received by young people
growing up in different environments.
If we’re ensuring young people have access to digital tools, equipping them with skills, and giving them
opportunities, we also need to also ensure safe online experiences. What happens in the online
environment is largely a reflection of society, of the dangers children face in their homes, schools,
communities and institutions. According to research, higher use usually means greater exposure to risk –
be it content, contact or conduct. But risk is not the same as harm, and we need a clear understanding
of the risks that children and young people might be exposed to and who the most vulnerable children
are in order to design responses that allow children to capitalizing on the opportunities while minimizing
risks.
What do we need to do to promote and enhance digital safety and excellence among children and
youth?
We need to understand digital use and safety from the perspective of children and young people before
we design digital safety information programs, or larger responses, strategies, policies, etc. We need to
understand and listen to young people, creating spaces where they can express themselves honestly
about their digital use, habits and behaviors.
Next, we need to integrate digital into all areas of learning for children. In 2015 ICT cannot just be a
subject that is taught once a week in school. We need to help children develop critical thinking skills to
assess online media and information.
We also need to balance digital safety messages with an emphasis on the usefulness of the Internet as a
resource for galvanizing positive action, social accountability, or reporting problems in communities. We
need to use the full spectrum of traditional and digital media in online and offline digital safety
campaigns, and empower them by fostering young digital safety champions.
We need to remember the different age groups and their particular needs – children are not a
homogenous group, especially when talking about online safety and digital skills. Specifically talking
about ICT related violence, abuse and exploitation, the strategies that we are working on have to be part
of wider national strategies to address violence, exploitation and abuse. We need to strengthen national
child protection systems and support norms, attitudes and behaviors that prevent exploitation. And
everybody has a role to play here: governments, parliamentarians, civil society, youth, teachers, parents,
media, academia, and the private sector.
References
EU Kids Online Interactive Report. (2014). Retrieved from lsedesignunit.com/EUKidsOnline/index.html
ITU (International Telecommunication Union). (2013). Measuring the Information Society. Retrieved
from https://www.itu.int/en/ITUD/Statistics/Documents/publications/mis2013/MIS2013_without_Annex_4.pdf
ITU (International Telecommunication Union). (2015). ICT Facts & Figures. Retrieved from
https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2015.pdf
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Palfrey, J., Gasser, U., & Maclay, C. (n.d.). Digital natives and the three divides to bridge. Retrieved from
www.unicef.org/sowc2011/pdfs/Digital-Natives.pdf
UNICEF’s U-Report social platform hits 1 million active users. (2015, July 16). UNICEF Press Centre.
Retrieved from www.unicef.org/media/media_82583.html
Young and Well Cooperative Research Centre and UNICEF. (2014). Children’s Rights in the Digital Age: A
Download from Children Around the World. Melbourne: Third, A., Bellerose, D., Dawkins, U., Keltie, E., &
Pihl, K. Retrieved from
www.unicef.org/publications/files/Childrens_Rights_in_the_Digital_Age_A_Download_from_Children_A
round_the_World_FINAL.pdf
Contact info: Katarzyna Pawelczyk, kpawelczyk@unicef.org
Note: The opinions expressed in the articles included in this newsletter are those of the authors and
editors, and do not necessarily reflect the policies or views of UNESCO, nor of any particular Division or
Office.
Programmes and Projects:
The experience of EU Kids Online and Net
Children Go Mobile in Europe: lessons from
research and future challenges (by Giovanna
Mascheroni)
Through the example of the EU Kinds Online research project, readers can learn more about evidencebased and informed policy initiatives on the theme of making the Internet a safer place for children. The
project evaluated almost 400 research studies, and consequently identified content, contact, and
conduct risks.
Giovanna Mascheroni is a Lecturer in Sociology of Communication in the Department of Sociology,
Catholic University of Milan, and a Visiting Fellow in the Department of Media and Communications,
London School of Economics and Political Science. She is part of the management team of EU Kids Online
network, of which she has been the national contact since 2007, and she coordinated the Net Children
Go Mobile project in 2012-2014.
EU Kids Online is a research network and knowledge enhancement project co-funded by the Safer
Internet Programme (now Better Internet for Kids) of the European Commission to inform evidencebased policy initiatives to make the Internet a better place for children. From 2006-09, as a thematic
network of 21 countries, EU Kids Online identified and evaluated the findings of nearly 400 research
studies to draw out substantive, methodological and policy implications. The literature review informed
the classification of Internet risks based on the position of the child in the communicative relationship:
we therefore identified content risks, where the child is a receiver of mass-produced content (e.g.
pornography); contact risks, where the child participates in an adult-initiated interaction (e.g. grooming
or ideological persuasion); and conduct risks, in which the child is involved as an actor (e.g.
cyberbullying, sexting). From 2009-11, as a knowledge enhancement project across 25 countries, the
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network surveyed 25,000 children and parents to produce original, rigorous data on online
opportunities and risk of harm.
From 2011-14, the network expanded to 33 countries to conduct targeted analyses of the quantitative
survey and new qualitative interviews with children. In 2015 the network coordination passed from Prof.
Sonia Livingstone, Department of Media and Communications at the London School of Economics and
Political Science (LSE) to Prof. Uwe Hasebrink and the Hans Bredow Institute for Media Research,
University of Hamburg.
In 2012 the European Commission also co-funded the Net Children Go Mobile with the aim of
understanding whether access to the Internet by means of mobile devices (smartphones and tablets)
posed new or more risks to children, and new challenges for parents and teachers. Coordinated by
Giovanna Mascheroni at the Catholic University of Milan, the Net Children Go Mobile project replicated
major parts of EU Kids Online’s qualitative and quantitative research in selected countries in 2012-14,
adding a focus on mobile devices.
In almost ten years of research the EU Kids Online network developed a framework that contextualises
the opportunities and risks of the Internet in the context of children’s everyday lives. In other words,
children’s online experiences are shaped by socio-demographic (age, gender and socio-economic status)
and psychological characteristics (such as the propensity to sensation-seeking, or relational difficulties),
but also by the location and frequency of Internet use, the online activities, their digital skills. Beyond
the individual level, we also focused on social mediation - parents, school and peer group – that
influence children’s online experiences. The third set of influences that helped understand online
opportunities and risks for children is a number of structural factors at the country level, namely the
technological infrastructure that supports their communities and schools, or the national regulation of
the Internet and the media system, or the religious and cultural values that inform the society. This
combined model found empirical support in the main findings of the EU Kids Online survey:
1. The more children use the Internet, the more online activities they undertake, the more digital
skills they gain and the more likely they are to climb the ‘ladder of online opportunities’
progressing from basic to participatory and creative uses of the Internet. Relatedly, the more
children use the Internet, the more risk factors they encounter, and the higher the likelihood of
self-reported harm.
2. Not all Internet use results in benefits. Online activities are neither beneficial nor risky per se.
The chance of a child gaining the benefits depends on their age, gender and socio-economic
status, on how their parents, teachers, siblings and peers support them, and on the positive
content available to them.
3. Not all risk results in harm: the chance of a child being upset or harmed by online experiences
depends partly on their age, gender and socio-economic status, and also on their resilience and
resources (including digital and social skills) to cope with what happens on the Internet. So, the
social mediation they receive as national regulation and cultural values shape the way children
deal with online risks.
4. Age, socio-economic status, psychological characteristics, inequalities in digital skills and,
partially, gender are factors that differentiate among individual children: children who are older,
engage in more online activities, are higher in self-efficacy and sensation seeking, and have
more psychological problems, encounter more risks of all kinds online. In contrast, younger
children, who undertake fewer online activities, have fewer skills, are lower in self-efficacy
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and sensation seeking, or have more psychological problems are exposed to less risks on the
Internet but find them more harmful.
The recent replication of key parts of the survey by the Net Children Go Mobile project shows the
degree to which children’s engagement with the Internet and mobile technologies is in fact changing
rapidly: the smartphone is now the preferred device to go online for an increasing number of children.
While providing access on the move, the smartphone is actually used most in the privacy of the child’s
bedroom, thus fostering the privatisation of Internet access and use, and posing new challenges to
parents in their attempts to manage children’s engagement with digital media. The comparison
between the Net Children Go Mobile and EU Kids Online findings also shows that the correlation
between risks and opportunities can actually be changed through policy interventions: whereas in
Denmark, Italy and Romania the likelihood that a child is exposed to online risks increases as children
take up more activities on a daily basis, in Belgium, Portugal and the UK more opportunities have not
been accompanied by a rise in risks. This difference can be partially attributed to the e-safety curricula in
schools, awareness raising initiatives, and a restrictive-protective approach by parents (which,
nonetheless, is also commonly observed in Italy).
Finally, the qualitative study conducted in both projects helped us go beyond statistics and understand
that not all the online practices that adults perceive as risky are considered problematic by children, and
not by all children. Exploring the consequences of Internet use for children, then, meant also recognising
that children are far from homogeneous and that they belong to different youth subcultures (fans,
geeks, civics, sharers, and experimenters).
We also learned that future research is needed in order to better understand the (positive and negative)
outcomes of children’s engagement with the Internet, at a variety of levels.
All EU Kids Online report are available at:
http://lse.ac.uk/EUKidsOnlineReports
All Net Children Go Mobile reports are available at:
http://netchildrengomobile.eu/reports/
The EU Kids Online methodological toolkit is available at:
http://lse.ac.uk/EUKidsOnlineDataMethods
Contact info: Giovanna Mascheroni, Giovanna.mascheroni@unicatt.it
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Developing Good Citizens in the Digital Age (by Ben Morgan)
This article features the United World College of
Southeast Asia in Singapore, which is using
around 7500 school owned laptops and tablets
every day, and infusing technology into their
teaching and learning practices.
Ben Morgan has worked in international
education for 20 years, working at the United
World College of SE Asia (UWCSEA) for the last
13 of those. As the Director of IT and member of
the senior management team, Ben has
responsibility for all aspects of technology use at
the UWCSEA based in Singapore. This includes both the educational use of technology to support
teaching and learning, and the IT infrastructure and systems.
The United World College of Southeast Asia (UWCSEA) is a co-educational, K-12 international school in
Singapore. With two campuses, 5,500 students, 550 teachers and 8,000 parents, we are a large
community. We are also a technology rich community, with around 7,500 school owned laptops and
tablets and many more personally owned devices on our network every day. We have been infusing
effective technology use into our day to day practice in earnest for the last 5 years, and have recently
become one of the first Apple Distinguished Schools in Asia. Whilst the use of technology in a concerted
way is a relatively new aspect of the school, developing good citizens has been at the core of what we do
from day one. John Dewey wrote in the 1930’s “The purpose of education has always been to every one,
in essence, the same - to give the young the things they need in order to develop in an orderly, sequential
way into members of society.”
It is common for schools and organisations to talk about Digital Citizenship, and indeed a quick search on
the Internet will produce several digital citizenship curriculums and many more resources. The concern
with this is that the emphasis is on the digital piece. All too often the delivery of these programmes is
delegated to IT teachers in schools as part of the IT curriculum. Why? Because it is about computers and
that is the realm of the computer teachers.
This approach is flawed for two major reasons. Young people do not separate their digital lives from their
offline lives, they move seamlessly between these worlds. According to research from the Pew Centre
“Ninety-two percent of teens say they go online daily, including 24 percent who say they're online "almost
constantly" Separation in schools is artificial and very unlikely to resonate with them. More importantly it
ignores centuries of practice around developing good citizens in schools. History shows us that the
development of good citizens is a three-way partnership in education - teachers, students and parents
working together. I suspect the reason that many schools and parents delegate responsibility for digital
citizenship to specialist IT teachers is due to a lack of digital literacy skills amongst staff and parents. Whilst
we acknowledge that this can be the case, UWCSEA sees a different solution. Delegation to specialists is
a very limited strategy and fails to recognise the seamless nature of digital tool use for many children. So
Instead we believe that the solution is to ensure that all teachers and parents are sufficiently digitally
literate to participate in a meaningful way.
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Hence at UWCSEA we have a programme of teacher training and parent development. Here we will
focus on the parent events. We run three different types of events that help parents develop their
digital literacy. The first are training sessions in digital tools, including office productivity software,
online collaboration tools and social media platforms. The second type provide examples of how we use
technology to support teaching and learning in the classroom. The third type of sessions are family
orientated workshops. It is this third type of session that has the most impact and always generates the
most positive responses.
One example of these sessions is aimed at Middle School families and is called “Growing Up Digital.” In
this evening event, families come and focus on developing some agreements around the use of
computers and digital media in the home. The evening's primary purpose is to provide space and time
to begin the important conversations between Middle School students and their parents around how
and when digital technology is used at home. The Growing Up Digital night acts as a prompt to begin
these discussions, guided by our staff, who act as both facilitators and consultants with families. By
giving families and specific time and a protocol to focus discussion, we’ve found that they’re better
equipped to negotiate limits and establish healthy behaviors from the start. Doing so results in stronger
partnerships between student, parents, and the school regarding digital learning and reduces
distractions and conflict.
“I really loved the child-parent forum. It's the first time I've done this kind of thing with my child and it
helped me immensely in opening up conversations later at home, building on what we had started at the
workshop. Thanks for this lovely format. I hope we can do many more of these.” - UWCSEA Parent
To sum-up, our belief is:
• Creating good citizens has always been a fundamental function of education and teachers
• Our approach to developing good citizens in a digital age, should remain the same
• A partnership between digitally literate teachers, parents and young people
• With a positive approach to the opportunities that digital technologies provide
• Schools need to support students, staff and parents in becoming digitally literate
• With the shared aim of creating informed and resilient young people
Links to UWCSEA Materials:
Educational Technology at UWCSEA - Website
UWCSEA - Using Technology to Enhance Teaching and Learning - iBook on iTunes
Blog Posts:
Parenting in the Digital Age
Protection, Paranoia & Parenting
Screen Time - A plague within your houses?
Contact info: Ben Morgan, bmo@gapps.uwcsea.edu.sg
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TOUCH Cyber Wellness
This article features the TOUCH NGO in Singapore, which is supported by the ministries of the
country as the leader and contributor to cyber wellness and media education.
TOUCH Cyber Wellness (TCW) is a key service of TOUCH Community Services – one of the largest multiservice Voluntary Welfare Organization (VWO) in Singapore. TCW is strongly supported and
recognised by Singapore’s governing ministries, such as the Ministry of Social and Family
Development, Media Literacy Council and the Media Development Authority, for being the trailblazer
and active contributor to cyber wellness and media literacy education in Singapore.
TCW works closely with youths, educators and parents to cultivate respect, a balanced lifestyle, and
responsible use of digital technologies to affect a positive and healthy cyber culture at home, in school
and community.
Since 2001, TCW’s dynamic youth coaches
have worked actively to promote cyber
wellness, healthy gaming and online safety,
reaching
out
annually
to
more
than 120 schools and some 150,000 youths,
parents, educators and counsellors through
its action-research and evidence-based cyber
wellness education programmes.
At its very own PlanetCRUSH Cyber Wellness Centres, TCW provides a healthy environment for youth
mentoring groups, engaging workshops for youths and adults, as
well as easy access to families and counsellors for consultations on
cyber-related matters.
TCW is also the key agency in Singapore providing counselling on
cyber wellness issues through its research-validated cyber wellness
counselling approach and programmes. In light of this, TCW is the
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Singapore Ministry of Education’s (MOE) selected agency for School Counsellors’ Training and Social
Service Institute’s(SSI) sole agency in providing training courses for Social Work Practitioners on
intervention methods for cyber related issues.
A Cyber
Wellness App
for Parents
In terms of resources, TCW has developed a cyber
wellness app for parents (notAnoobie) - a first of its kind
in Singapore, providing a dedicated counselling hotline
service (1800 377 2252 and cyberwellness@touch.org.sg)
and several published resource books for parents and
youths.
TCW also collaborates with like-minded agencies and
corporations to promote cyber wellness efforts in
Singapore. In their latest strategic partnerships, TCW pioneered into new areas and needs, developing
cyber wellness curriculum for the preschoolers and special needs students.
On the international front, TCW has partnered with
academic institutions in China and Indonesia to conduct
digital citizenship education
and
equipping
programmes for students and professionals.
In 2011, TCW was awarded the Singapore Youth Award,
the nation's highest youth accolade under the Community & Youth Services Team Category, in
recognition of its commitment in encouraging holistic youth development through promoting cyber
wellness, healthy gaming and online safety.
Contacting TOUCH Cyber Wellness:
Website – www.planetcrush.org
Email – cyberwellness@touch.org.sg
Facebook – www.facebook.com/touchcyberwellness
Instagram - @touchcyberwellness
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Empowering Youth Netizens through Intel’s Digital Wellness Program (by Sattiya Langkhapin
and Ploycarat Nana, Intel Thailand)
This article features the Intel’s Digital Wellness curriculum designed to promote awareness of
benefits and dangers of Internet-based interaction, familiarizes students with the types of cyber
threats, consequences and protective measures, and nurtures a strong character through cyber
wellness values.
According to a report by the Center for Strategic and International Studies (CSIS), in 2014, cybercrime
costs $ 575 billion a year, $ 100 billion to US economy, and 0.8% of the global economy (CSIS, 2014). If
cybercrime were a country, it would be 27th largest economy worldwide. The damage is not restricted
to economy. A survey in 2014 revealed that 1 in 5 primary school pupils in Singapore has been bullied
online (Tai, 2014). Nonetheless, technology is an integral part in the daily lives of today’s younger
generations. Children and youth around the world account for a large proportion of the online
community, from surfing the net, updating their lives on social media, to playing online games. Because
of this, they are also more exposed to online exploitations that range from harassment, pornography,
illegal activities and fraudulent scams.
Intel, as a leader in IT innovation and technology, was able to represent the efforts of the private sector
in promoting safe and responsible Internet use at the recent conference hosted by UNESCO Bangkok
and UNICEF East Asia and Pacific Regional Office (EAPRO) about ‘Policies and Initiatives to Promote
Children’s Safe, Effective and Responsible Use of ICT: Asia Pacific Consultation’ by highlighting the
positive effects and best practices of Intel Digital Wellness Program.
The curriculum. Intel Digital Wellness curriculum was designed to promote awareness among children
and youth on the benefits and dangers of Internet-based interactions, as well as responsible and
informed decision-making within cyberspace, especially on social media platforms. The curriculum
engaged young people aged 13-18 years old in schools across India through various hands-on exercises,
case studies, scenario cards and many more.
The program. In July 2015, Intel collaborated with National e-Governance Division (NeGD) to organize
India Digital Wellness Online Challenge as part of the Digital India Week. Students were asked to
complete a series of questions based on their knowledge of digital wellness and decision-making within
the cyberspace. The Challenge achieved astonishing results of almost 1 million participants, with 144
winners from across 36 states invited to participate in a national event and congratulated by top officials
from India’s Ministry of Communications and Information Technology. Anoop Kumar Agrawal, President
and CEO of NeGD, expressed that “… there was a dire need of introducing a fun and interactive way of
making these users acquainted with the challenges. We are extremely delighted to see the response
we’ve received”.
The sustainability model. In order to make sustainable change, it is critical to involve all significant
stakeholders in the Digital Wellness Program as a national mission. Public-private partnership plays a
key role in the long-term sustainability of such initiative. Therefore, platforms and mechanisms should
be created to support more policy dialogues between relevant stakeholders at national and regional
levels. Closer collaborations between the public and private sectors can allow key decision makers to
share the different priorities for their governments and the gaps that the industry can fill in and
contribute towards.
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Intel’s Digital Wellness Program in India was just one example of how Intel works toward safe and
responsible digital citizenship. Cyber Security Classroom Packet and Take Home Kit were developed and
distributed to Grade 6-12 students in the US. At higher education level, Intel sponsored security
curriculum in 33 faculties worldwide to build capacity for 3,500 computer science undergraduates. From
technology development perspective, Intel Security continues to innovate on software and services with
improved prevention and remediation of security vulnerabilities. It is Intel’s priority, aligning with
governments worldwide, to ensure safe and secure cyberspace for young digital citizen, allowing them
to take full advantage of the benefits of ICT, gain amazing experiences and innovate the world.
Online Resources:
http://www.thinkbeforeyoulinkinschool.com/
http://www.intel.com/content/www/us/en/education/university/security-program.html
References
CSIS (Center for Strategic and International Studies). (2014). Net Losses: Estimating the Global Cost of
Cybercrime. Retrieved from http://www.mcafee.com/mx/resources/reports/rp-economic-impactcybercrime2.pdf
Tai, J. (2014, July 14). 1 in 4 secondary students 'admits to cyber bullying'. The Straits Times. Retrieved
from http://www.straitstimes.com/singapore/education/1-in-4-secondary-students-admits-to-cyberbullying
Contact Info:
Anshul Sonak, anshul.sonak@intel.com; Shweta Khurana, shweta.khurana@intel.com; Sattiya
Langkhapin, sattiya.langkhapin@intel.com
News and Events:
Policies and Initiatives to Promote
Children’s Safe, Effective, and
Responsible Use of ICT: Asia Pacific
Consultation (9-11 September 2015,
Bangkok, Thailand)
This article features the recent Consultation
meeting on the theme of ‘Safe, effective, and responsible use of ICT’, which brought together around 60
participants, including governments officials, representatives of international organizations, private
sector and NGOs, teachers, parents, and students. The article also includes the voices from the meeting,
reflecting on the importance of cyber wellness and digital citizenship.
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Since 2014, UNESCO Bangkok has been undertaking the “Fostering Digital Citizenship through Safe,
Effective and Responsible Use of ICT” project, aiming to promote policy dialogue on the issues of the
positive use of ICT and digital citizenship. In light of this project, UNESCO Bangkok and UNICEF East Asia
and Pacific Regional Office organized the “Policies and Initiatives to Promote Children’s Safe, Effective,
and Responsible Use of ICT: Asia Pacific Consultation”, which brought together around 60 participants,
i.e. government officials, representatives of international organizations, private sector and NGOs,
teachers, parents and students. All stakeholders agreed that with the rapid proliferation and emergence
of ICT, the myriad opportunities as well as risks should be considered and addressed. The widespread
use of ICT has brought forth a range of social and ethical issues, some of which are online safety and
security, inappropriate content, health and mental hazards. There is therefore an urgent need to equip
young digital citizens with the appropriate knowledge, critical skills, and attitudes to leverage and enjoy
the full spectrum of ICT benefits. All stakeholders were encouraged to develop and adopt a proactive
approach towards fostering favourable and healthy environments in promoting responsible and safe use
of ICT, especially among our youth.
The Regional Consultation aimed to share the findings from the policy review of the Asia Pacific region
and its educational programmes, policies and practices; refine the draft of policy recommendations to
develop a framework for policy guidelines; and formulate an Action Plan. The resulting guidelines
address the gaps in promoting children’s safe, effective, and responsible use of ICT in the region. During
the event, participants were acquainted with various impressive initiatives and research evidence from
around the world, including the EU Kids Online and Net Children Go Mobile in Europe, UNESCO’s Media
and Information Literacy Programme, ITU industry guidelines on online child protection, Intel’s Digital
Wellness Program, and more, all of which contributed to rich discussions during group work and plenary
sessions.
To share the participants’ impressions from the meeting, here are a few ‘voices’ collected during the
consultation:
•
“UNESCO’s strength is in bringing the right people together in order to move the agenda
forward. The activities were well-structured with a great deal of information, active working
groups, and as always, clearly set goals. I personally valued the networking opportunity, always
having the chance to meet new knowledgeable people.” (Tony Brandenburg, ISTE)
•
“I loved the methodology of creating a policy framework and guidelines. We have such a diverse
group of people and countries working together to create a common understanding for ICT in
Education, especially in fostering safe, effective and responsible use of ICT among children.”
(Ronghuai Huang, Beijing Normal University)
•
"This was my first experience of attending a UNESCO consultation and I was impressed with the
diversity of viewpoints and experience. Participants of different ages, cultures, nationalities,
language groups and life experiences were represented in the gathering and contributed to
these deliberations. At the same time, the consultation was small enough for everybody to feel
a responsibility to contribute. There was a great mix of expert presentations, collaborative
discussion and goal-oriented activity. Outputs were clearly an important priority and this helped
participants focus in an applied way. It was very interesting to see the development of policy in
practice and I feel enriched by my involvement in this process. I am inspired to continue creating
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and communicating relevant research to provide an evidence-base for policy." (Leila Green,
Edith Cowan University)
•
“It is about time that Asia Pacific convened together and formulated a common vision, keeping
in mind the diversity of contexts of the different countries. Children’s rights have long been
advocated by UNESCO and UNICEF. In the 21st century and beyond, these rights also include
their rights and responsibilities as digital citizens.” (Queena Lee-Chua, Ateneo de Manila
University)
•
“The meeting was very interesting. Uzbekistan has paid a lot of attention to children’s access to
ICT, Internet, and consequently, we also need to be able to protect our children from
information that is harmful to their health and development. I found it interesting to get
acquainted with the experiences of other countries in the Asia Pacific region regarding this
theme.” [trans. from Russian] (Abdurashid Khundibaev, Ministry of Public of Education, Republic
of Uzbekistan)
For more information, please visit the Meeting website.
Working group on Digital Safety
and Cyberwellness at
EDUsummIT 2015
(by Dr. Yuhyun Park)
This article provides a brief description of
the recent EDUsummIT that took place in
Bangkok by Curtin University and the
support of UNESCO Bangkok.
With tremendous advances in ICT digital technologies, every dimension of human life has been radically
transformed. These changes are particularly impactful for our children who are born in this hyperconnected digital world. Their identities are no longer bounded by local, national, or global citizenry;
they are also digital citizens. Undoubtedly, the technologies have brought significant benefits to
children.
However, unintended negative side effects have also manifested from the rise in digital technologies.
These consequences threaten children’s safety and human rights.
It is critical for national policy-makers and government leaders to realize the importance of digital
citizenship for children so that they can be properly equipped with the core values, competencies and
social and emotional intelligences to not only protect them from the growing number of digital risks, but
also help them to creatively and responsibly use digital media and technologies as actively participating
digital citizens.
Through the EDUsummIT the global community of researchers and educators focused on the effective
use of ICT in education. Since its inception in 2009, this event has established a network of experts who
meet biannually to assess the status of the education system regarding ICTs. Similarly, the 2015 meeting
was held in Bangkok, Thailand, a product of collaboration between Curtin University and UNESCO
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Bangkok. Through the division of participants into nine Thematic Working Groups (TWGs), they were
expected to collaborate on developing discussion papers and policy briefs on their respective focus
areas. The TWGs explored themes such as smart partnerships, mobile learning, educational equity,
assessment, creativity, indicators, digital citizenship and curriculum. With almost a hundred participants,
the event itself provided opportunities to reflect voices from the Asia-Pacific region, as the compiled
policy briefs are intended to be considered by the Ministers in the region. Participants had plenty of
opportunities to work in groups, as well as provide cross-group feedback and suggestions.
In regard to digital citizenship and cyberwellness, the TWG 8 aimed to address this issue systematically
and holistically from building a secure infrastructure to shaping a sustainable digital culture for children
at the national and regional levels. These discussion were built on from March 2014, the inaugural
expert meeting was held at Nanyang Technological University, Singapore in order to develop the first
draft of a UNESCO policy guideline, and the Regional Consultation on Policies and Initiatives to Promote
Children’s Safe, Effective, and Responsible Use of ICT held in Bangkok, Thailand in September 2015, to
further enrich the draft policy guideline with additional evidences from the region.
At the EDUsummIT 2015 immediately following the Regional Consultation, members of the Technical
Working Group 8 continued the discussion by exploring various challenges concerning children’s
vulnerabilities to cyber risks, level of awareness among education stakeholders on various issues,
network security, data privacy, evidence-based and system approaches to programmes, and relevant
competencies, among others. Some of the group’s initial discussions focused on developing safe systems
and infrastructure, question of data privacy and related policies, raising awareness of the impacts of
technologies, ethical online behavior, evidence-based research, and collaboration, to name a few.
Finalized recommendations will be further elaborated and refined, with the support of data-driven
evidence and analysis, towards publishing a UNESCO policy brief targeting the region’s education sector.
The members agreed to independently set up a Digital Citizenship Network in order to build a
comprehensive, high-level framework and action plan to promote digital citizenship and cyber wellness
through active production and implementation of publications and advocacy activities. Best practices
from around the world and practical toolkits will also be introduced for interested stakeholders to easily
adopt, localize and implement in their respective countries.
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TWG 8 (from the left to right)
Devashish Dutta (UNICEF-EAPRO), Tereza Trencheva (University Youth Knowledge Academy), Eva Dobozy (Curtin
University), Michael Searson (Kean University), Yuhyun Park (iZ HERO Lab/NTU), Mel Tan (UNESCO Bangkok), Paul
Resta (University of Texas Austin), Marsali Hancock (iKeepSafe)
The UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of Information and
Communication Technologies (ICTs) in Education.
The theme for the 2015 edition of the Prize is Pedagogical Innovation in the Use of ICT in
Teaching and Learning. The prize is funded by the Kingdom of Bahrain and rewards individuals,
institutions, and NGOs for projects and activities which demonstrate best practices in, and
creative use of ICTs to enhance learning teaching and overall educational performance. The
deadline for submission of all nomination files is 10 November 2015.
The Foundation for Information Technology Education and Development (FIT-ED) Call for
Proposals
FIT-ED is calling for research proposals on digital learning innovation in developing countries in
Asia. Four priority research themes are: MOOCs; Intelligent Tutoring Systems; Digital GameBased Learning; and Learning Analytics. The deadline for submission is 21 October 2015.
2015 Digital Media and Developing Minds Conference (13-16 October 2015, Irvine, CA, USA)
Bringing together over 250 scientists and researchers, the conference aims to identify and
report on the research on the impact of digital media, establish a dialog between medical and
social researchers, exchange ideas, and meet funders, educators, and industry.
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The Asian Conference on Society, Education & Technology 2015 (21-25 October 2015, Kobe,
Japan)
The Seventh Asian Conference on Education aims to provide opportunities for networking,
sharing latest research, and joining a global academic community.
Resources:
Media and Information Literacy Curriculum for Teachers (MIL)
This tool aims to provide educators with the main competencies on MIL, including pedagogical
approaches for teachers to integrate MIL in their classrooms.
Children’s Rights in the Digital Age: A Download from Children Around the World
This publication unravels the stories of 148 children in 16 countries who took part in workshops
to discuss opportunities and risks of using digital media. These discussions are reflected in this
report.
Digitally Connected: Global Perspectives on Youth and Digital Media
This ebook is a collection of essays that provide various perspectives on youth experiences with
digital media, with a special focus on the developing contexts.
Protecting Children from Cybercrime: Legislative Responses in Asia to Fight Child Pornography,
Online grooming, and Cyberbullying
This World Bank regional study provides an overview of 17 Asian countries’ responses to online
child abuse, especially in relation to child pornography and cyberbullying.
New Publications:
Students, Computers and Learning
This OECD publication looks at how students use of ICT devices have evolved in the recent years,
further exploring how education systems and schools are integrating ICT into teaching and
learning.
Investing against Evidence: the Global State of Early Childhood Care and Education
Part of UNESCO’s Education on the Move series, this book features lessons learned from
research and experiences from different continents. It argues for reversing the trend of
‘investing against evidence’ so that children can utilize the benefits of quality ECCE.
Main Science and Technology Indicators
This latest OECD publication provides indicators that present the level and structure of the
efforts of the OECD member countries, and seven non-member economies.
Next issue: The October issue will focus on the theme of EMIS and ICT supported planning. If our
readers are interested in contributing to this edition, please do not hesitate to contact us.
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Contact/Feedback: ict.bgk@unesco.org
ICT in Education website: http://www.unescokk.org/education/ict
View previous newsletters: http://www.unescobkk.org/education/ict/enewsletter
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